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A daring and hilarious ensemble comedy about a close-knit circle of friends whose lives change once they have kids. The last two singles in the group observe the effect that kids have had on their friends' relationships and wonder if there's a better way to make it work. When they decide to have a child together, and date other people, their unconventional 'experiment' leads everyone in the group to question the nature of friendship, family, and, above all, true love.

Background Little empirical research examines relations among the quality of both mothers’ and fathers’ social emotional and linguistic support of toddlers across multiple parent–child interaction contexts. Objective The current study investigated the influence of parent gender (mother vs. father) and activity setting (structured task vs. free play) on parenting quality, toddlers’ engagement and play behaviors, and parent–toddler language use. Methods Sixty predominantly middle-class, two-parent families with toddlers participated. Mother–child and father–child dyads were observed in a laboratory setting during structured and free play sessions. Results There were significant main effects, controlling for child age, of activity setting on parenting quality (cognitive scaffolding and negative behaviors), children’s engagement with parents, play behaviors, and parent and child language use. There was no main effect of parent gender on the parent and child variables, except for parent language variables. Conclusion Overall, free play rather than the structured task setting was associated with more favorable child and parent interactions, play, and language use. Implications for future research and practice are discussed.

The present study reports an empirical investigation into concept formation of young children. Based on interviews conducted before and after participating in a playfully enacted chemistry lesson at a culture center, it is analyzed how 6-year-old children conceptualize water, molecule, and chemistry. Theoretically, the study is informed by Vygotsky’s cultural-historical perspective on concept formation. The empirical data consist of pre- and post-interviews with children and documentation of their participation in the intermediate activity. This documentation is used in the post-interviews as a mutual ground for talking with the children about what they remember and how they understand the activity they participated in and what the activity intended to illustrate. The results are presented in terms of three inductively generated categories: ‘everyday’, ‘experientially-based’, and ‘generalized experiences’ concepts, respectively. The implications of these findings for early childhood chemistry (science) education are discussed.

'People know, you're my boy. And they know better than to lay a fucking finger on you. See? You are safer here with me, than you have ever been.' Liam's 17 years old, loves Dr Who and has lost his mum. He has had to move from London to Wales, to the valleys, to the middle of nowhere, to live with a dad he doesn't know. Whose nickname isn't Violence for nothing.

Aile, birbirlerinin davranışlarını etkileyen anne, baba ve çocuk üçgeninden oluşan bir yapıdır. Bu ortam çocuğun sosyal, duygusal, motor, bilişsel ve dil gelişim alanlarının yanı sıra öz bakım becerilerinin gelişimini de etkilemektedir. Bu gelişimin olumlu seyri, ebeveynlerin çocuğa karşı tutumlarında ne gibi değişikliklere neden olabileceklerinin farkında olmalarına bağlıdır. Bunu keşfetmenin ve farkındalık yaratmanın bir yolu da \"yaratıcı drama\" yöntemidir. Bu çalışmanın amacı, 0 ila 6 yaş arasındaki çocukların ebeveynlerinin kendi tutumlarının farkındalığını ve bu tutumların çocukları üzerindeki etkilerini yaratıcı drama yöntemiyle göstermektir. Araştırma karma yöntemle yürütülmüştür. Gönüllü 12 ebeveyn ile 6 oturum 180 dakikalık ve 2 oturum 60 dakikalık ebeveynlik ve yaratıcı drama atölye çalışması yapılmıştır. Çalışmada nicel veriler likert tipi Ebeveyn Tutum Ölçeği aracılığıyla elde edilmiştir. Nitel verilerin toplanmasında ise kamera kayıtları ile sözlü ve yazılı geri dönütlerin yer aldığı gözlem formları kullanılmıştır. Nicel verilerin analizinde bağımlı gruplar t testi, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Analiz sonucunda yaratıcı drama uygulamalarının demokratik tutumlarda anlamlı bir artışa [t(11) = -3.44, p < 0.005] ve otoriter tutumlarda anlamlı bir azalmaya [t(11) = 6.89, p < 0,00] neden olduğu bulunmuştur. Ayrıca koruyucu ve hoşgörülü tutumlarda beklenen değişim yönünde bir azalma olsa da istatistiksel açıdan anlamlı bulunmamıştır. Sonuç olarak yaratıcı drama, ebeveynlerin çocuklarına karşı davranışlarında olumlu değişiklikler yaratabilen bir yöntemdir.

The role of research administrator requires highly efficient and collaborative project management to develop competitive, compliant and properly targeted applications for sponsor support. When problems arise, stress and time pressures may lead to maladaptive forms of manipulation and micromanagement between research administrators and principal investigators that resemble dysfunctional, codependent relationships. Using Karpman's Drama Triangle (1968), this article describes the loss of independence and the cognitive bias that precede the development of codependent thinking and behavior in the workplace, particularly as it relates to research administration. Discussion includes the incidence of \"helicopter parenting\" and its potential application to research administrators' attempts at risk-averse project oversight and security. The remainder of the article provides suggestions for avoiding workplace codependence within the research office, including specific strategies for engaging with principal investigators with greater clarity, effectiveness and respectful collaboration.

The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.

The word Masculine is traditionally associated with a manly character. In its original sense, it projects the idea of ruggedness, courage and physical strength. In ancient patriarchal societies, masculine images projected a male-dominated work environment in which the man was a farmer, hunter and soldier or engaged in any other daunting task that masculinity entails. Within the Nigerian drama discourse, which by the way has been dominated by men for a very long time, the construction of power and the signification of characters has always involved the projection of men as rugged and masculine while women are on the other hand imaged as weak and feminine. However, the word masculine has come to be associated recently not just with men. This has become very evident in emergent works of women playwrights who have imbued their female characters with masculine features. These female characters exhibit strong aggressive attitudes. This paper explores these masculine projections of women in selected Nigerian drama especially by women. It concludes by suggesting that both masculinity and femininity are not strictly biological endowments but is more of gender construction.

This article focuses on relationships between grandmothers and grandchildren in an urban society in East Cameroon. It argues that despite fluid generational demarcations between grandmothers and mothers, women perform their grandmotherhood differently from their motherhood. As a result of the claims grandmothers often make on their children's children, grandmothers easily replace mothers but they do not rear children in the same way. The sharing of home, food, and bed is central in the performance of grandmotherhood and differs from relationships of sharing in the mother-child bond. The article also argues that grandmotherhood in East Cameroon is not a clearly bounded, unambiguous life stage but that it contains multiple trajectories that do not occur in the same time or in the same order. Multiple trajectories, characterised by both agency and constraint, are explained in terms of differences within and between grandmothers’ life courses. The article shows that grandmothers play vital roles in complex practices of marriage and descent and, in contrast to previous studies in the area, that matrilineages are closely linked to patrilineages. Cet article s'intéresse aux relations entre les grands-mères et leurs petits-enfants dans une société urbaine du Cameroun oriental. Il montre qu'en dépit de démarcations générationnelles fluides entre les grands-mères et les mères, les femmes exercent leur grand-maternité différemment de leur maternité. En conséquence des droits que les grands-mères revendiquent souvent sur les enfants de leurs enfants, les grands-mères remplacent facilement les mères mais ne les élèvent pas de la même manière. Le partage du domicile, de la nourriture et du lit est un élément essentiel de la grand-maternité et diffère des relations de partage qui s'exercent dans le lien mère-enfant. L'article montre également qu'au Cameroun oriental la grand-maternité n'est pas une étape de vie clairement délimitée et sans équivoque, mais contient des trajectoires multiples qui ne surviennent pas au même moment ni dans le même ordre. Ces trajectoires multiples, caractérisées à la fois par l'action et la contrainte, sont expliquées en termes de différences entre les parcours de vie des grands-mères et au sein de ces parcours. L'article montre que les grands-mères jouent des rôles essentiels dans les pratiques complexes du mariage et de la descendance et, par contraste avec les études précédentes dans ce domaine, que les matrilignages sont étroitement liés aux patrilignages.

De nos jours, l’éducation scolaire aurait avantage à s’intéresser à l’instauration d’une société juste et aux formes de vie bonne si nous souhaitons qu’elle contribue à la recherche d’un mieux-vivre ensemble dans le respect des différences. En cela, l’éducation devrait favoriser le développement d’une pensée critique et la capacité à résoudre des problèmes normatifs de manière démocratique et dans le respect de l’égalité et des droits humains. Elle devrait également intensifier le dialogue des cultures et instaurer une culture du dialogue. Bien que la question du rapport entre «l’universel et le singulier» ne soit pas nouvelle en philosophie morale et politique, elle interpelle aujourd’hui l’espace socioscolaire dans son objectif d’éducation éthique, lequel ne peut être pensé «sans une compréhension des autres fondée sur le respect de la diversité». Les réflexions dialogiques sur l’éducation éthique présentées dans cet ouvrage s’adressant aux chercheurs, formateurs et acteurs dans le domaine de l’éducation montrent que le dialogue joue un rôle fondamental à cet égard.